Jumat, 04 Juli 2025

Unit 1: Digital Literacies and My Identities (READING)

Juli 04, 2025    No comments

 


LESSON PLAN

(MODUL AJAR)

1. Author's Identity

  • School: SMA Negeri 1 Banggai

  • Teacher's Name: Mahfud S. Paukunding, S.Pd., M.Pd.

  • Class: 11 (Eleventh Grade)

  • Time Allotment: 3 x 45 minutes (135 minutes)

2. Initial Competencies

Students are already familiar with using various social media platforms (e.g., Instagram, TikTok, Twitter/X, Facebook). They have basic English reading comprehension skills and can identify the main idea in a simple text. They are digital natives who consume multimodal content daily but may not have formally analyzed the purpose behind such content.

3. Pancasila Student Profile

This lesson plan aims to foster the following dimensions of the Pancasila Student Profile:

  • Critical Reasoning (Bernalar Kritis): Students will analyze and evaluate the underlying purpose of various social media posts, questioning the creator's intent and its potential impact.

  • Independent (Mandiri): Students will take responsibility for their learning process during group work, managing their tasks and time to complete the project.

  • Creative (Kreatif): Students will produce a final product in a format of their choice to present their findings, allowing for innovative and original expression.

4. Facilities, Infrastructure, and Learning Media

  • Facilities & Infrastructure: Classroom with flexible seating arrangements, whiteboard/markers, electricity, and internet access (Wi-Fi).

  • Hardware: LCD Projector/Smartboard, speakers, students' smartphones or school-provided laptops/tablets.

  • Learning Media:

    • Screenshots and links to various social media posts (memes, advertisements, news infographics, personal status updates, tutorials).

    • Presentation slides (Canva/PowerPoint) for explaining concepts.

    • Digital or printed graphic organizers.

    • Student Worksheet (LKPD).

5. Target Students

  • Regular students of Grade 11, aged 16-18 years old.

  • The learning activities are designed with differentiation to accommodate diverse learning styles and readiness levels (visual, auditory, kinesthetic learners; students needing more support and those needing more challenges).

6. Learning Model Used

This lesson integrates a Project-Based Learning (PjBL) framework, incorporating principles from Inquiry-Based Learning and Discovery Learning. Students will engage in a short project to investigate, analyze, and present their findings about the author's purpose in multimodal texts.

7. Learning Objective

By the end of the lesson, students are able to suitably identify an author’s/content creator’s purpose in their multimodal text (i.e., social media post) by analyzing its elements and presenting their justification in a group project.

8. Meaningful Understanding

Understanding the purpose behind a social media post helps us become more critical and informed consumers of digital information. This skill is essential for developing media literacy, enabling us to recognize persuasion, identify potential misinformation, and better understand the messages we consume every day.

9. Essential Questions

  1. Why do people and brands post things on social media like Instagram, TikTok, or Twitter?

  2. When you see a post, is the creator just sharing, or do they want you to think, feel, or do something specific?

  3. How can we become "detectives" to figure out the real reason behind a post?

10. Learning Activities

No.

Activity

Learning Steps (including Differentiation & Teacher's Role)

Time

1.

Introduction

A. Opening (5 mins)
• Teacher greets the class, leads a prayer, and checks attendance.
• Teacher builds a positive and engaging learning atmosphere.

B. Apperception & Motivation (10 mins)
• (Teacher uses visuals) Teacher projects three different social media posts on the screen: 1) a funny meme, 2) an advertisement for a local coffee shop, and 3) an infographic about plastic waste.
• Teacher asks the Essential Questions: "Look at these three posts. Why do you think the creators made them? What is their goal?"
• Teacher facilitates a brief think-pair-share activity. This serves as a diagnostic assessment to gauge students' initial understanding.
• (Teacher adjusts explanation based on assessment) Teacher links student responses to the day's topic: "Excellent! You've started to think about the 'why' behind the content. Today, we're going to learn how to professionally identify the 'Author's Purpose' in social media."
• Teacher clearly states the learning objective and explains the final project: "By the end of our class, you will work in groups to analyze some posts and present your findings."

15 mins

2.

Main Activity

Phase 1: Concept Explanation (15 mins)
• (Teacher explains difficult concepts simply) Teacher explains the main types of author's purpose, using the simple acronym PIES: Persuade, Inform, Entertain, Share a personal experience/feeling.
• (Teacher uses visuals/illustrations) For each purpose, the teacher shows a clear example from social media and breaks down the clues (e.g., "For 'Persuade,' look for a call-to-action like 'Shop Now' or 'Link in Bio!'").

Phase 2: Project Planning & Grouping (40 mins)
• Teacher divides students into small groups (3-4 students).
• Differentiation (Content): Each group receives a "Case File" containing 3-4 social media posts to analyze. The case files are differentiated by complexity:
- Group A (Needs Support): Posts with very clear and obvious purposes (e.g., a direct news announcement, a simple joke).
- Group B (On-level): A mix of posts, including some with subtle persuasive elements (e.g., an influencer reviewing a product).
- Group C (Advanced): Posts with nuanced or multiple purposes (e.g., a satirical post, a political cartoon, an ad disguised as a personal story).
• Differentiation (Process): Teacher provides differentiated graphic organizers:
- Group A: A highly structured organizer with specific guiding questions ("Who posted this?", "What keywords do you see?", "What do they want you to do?").
- Group B & C: A more open-ended organizer that prompts for primary vs. secondary purpose and evidence from text, image, and context.
• Students work within their groups to analyze the posts, identify the purpose(s), and gather evidence. The teacher circulates, facilitates discussions, and provides support as needed.

Phase 3: Product Creation (45 mins)
• Teacher explains that groups must prepare a short presentation of their findings.
• Differentiation (Product): Groups can choose how to present their analysis:
- Option 1 (Visual/Oral): Create a 3-slide Canva/PowerPoint presentation.
- Option 2 (Digital Creative): Create a short (60-90 second) "analysis video" in TikTok/Reels style.
- Option 3 (Written/Visual): Design a simple infographic summarizing their findings.
• Groups work on creating their chosen product. The teacher monitors progress and provides technical or content-related assistance.

100 mins

3.

Closing

A. Presentation & Feedback (15 mins)
• Teacher invites 2-3 groups (ideally with different product types) to present their work to the class.
• After each presentation, the teacher facilitates a brief Q&A and provides constructive feedback based on the rubric. Peer feedback is encouraged.
• Alternative for large classes: A "gallery walk" where groups display their work and students circulate to view and leave feedback.

B. Reflection & Summary (5 mins)
• Teacher leads a classical discussion to summarize the key learnings. "So, how does knowing the author's purpose make you a smarter social media user?"
• Students complete a brief reflection (see section 13).
• Teacher provides appreciation for student participation and previews the next lesson.

20 mins

11. Assessment

  1. Diagnostic Assessment: Teacher observation and student responses during the introductory think-pair-share activity.

  2. Formative Assessment: Teacher observation of group discussions, checking for understanding by reviewing the completed graphic organizers.

  3. Summative Assessment: The group's final product (presentation, video, or infographic) will be graded using the Analytic Rubric provided in Section 14.

12. Enrichment and Remedial

  • Remedial Program: For students who struggle to identify the purpose, the teacher will provide them with more explicit, one-on-one guidance using simpler social media posts. They will be given a checklist of "clues" to look for (e.g., "Does it have a price? -> Persuade," "Does it tell a joke? -> Entertain").

  • Enrichment Program: Students who quickly master the concept will be challenged to analyze a more complex topic:

    • Find a single social media account (a brand or influencer) and analyze 5-7 of their posts to determine their overall content strategy and primary purpose.

    • Compare and contrast how the same news story is presented on two different platforms (e.g., a formal news site vs. an Instagram news page) and analyze the difference in purpose and tone.

13. Student and Teacher Reflection

  • Student Reflection (Exit Ticket):

    1. What is one thing you learned today about social media that you didn't know before?

    2. Which part of the project was the most challenging for you? Why?

    3. How will you use what you learned today the next time you scroll through your phone?

  • Teacher Reflection:

    1. Did the differentiated content and process effectively meet the needs of all students?

    2. Was the PjBL model successful in engaging students and achieving the learning objective?

    3. Were the time allocations for each activity appropriate?

    4. What improvements can I make for the next implementation of this lesson?

14. Student Worksheet (LKPD) - Analytic Rubric for Discussion & Presentation

Task: Analyze the author's purpose in the provided social media posts and present your findings as a group.

Analytic Rubric

Criteria

4 - Excellent

3 - Good

2 - Developing

1 - Beginning

Score

Analysis of Purpose

Accurately identifies the primary purpose and any potential secondary purposes with insightful and detailed justification.

Accurately identifies the primary purpose with a clear justification.

Identifies a purpose, but it may be inaccurate or the justification is weak/unclear.

Fails to identify the purpose or provides an incorrect one with no justification.

Evidence & Justification

Provides strong, specific evidence from the text, visuals, and context of the post to support the analysis thoroughly.

Provides relevant evidence from the post to support the analysis.

Provides some evidence, but it is either weak, irrelevant, or incomplete.

Provides no evidence or completely irrelevant information.

Collaboration & Teamwork

All members contributed equally and effectively. The group worked cohesively, and roles were clear.

Most members contributed well. The group worked effectively with minor issues.

Contribution was uneven. Some members dominated while others were passive.

The group did not work together. There was a lack of communication or cooperation.

Product & Presentation Clarity

The final product (presentation, video, infographic) is highly effective, creative, and clear. The presentation is engaging and well-delivered.

The final product is clear and effectively communicates the main points. The presentation is clear and understandable.

The final product is somewhat confusing or incomplete. The presentation is difficult to follow.

The final product is messy, unclear, and does not communicate the analysis. The presentation is poor.

Total Score

Scoring: Total Score / 16 x 100 = Final Grade

15. Teaching Material Summary

In our digital age, we are constantly surrounded by multimodal texts, which are pieces of communication that use more than one mode to convey a message, such as a combination of text, images, video, and audio. Social media posts are a perfect example of multimodal texts. Every post is created for a reason, and this reason is called the author's purpose or content creator's intent. Understanding this purpose is a key skill for media literacy, helping us to think critically about the content we consume online.

The four main purposes of an author can be easily remembered with the acronym PIES. The first is to Persuade, where the creator wants to convince you to do something, buy something, or believe an idea (e.g., advertisements, sponsored posts, campaign messages). The second is to Inform, where the goal is to give you facts and information (e.g., news updates, infographics, tutorials). The third is to Entertain, which aims to make you feel an emotion, usually amusement or enjoyment (e.g., memes, funny videos, comics). The final purpose is to Share a personal experience or feeling, which is common in personal blogs or status updates, aiming to connect with the audience on an emotional level.

To identify the author's purpose, you must act like a detective and look for clues. Analyze the text (what words are used?), the images or video (what do they show?), the hashtags, any links or call-to-action (like "Click the link in bio!"), and the creator's profile (are they a company, an influencer, or a friend?). Often, a post can have more than one purpose, such as a post that is both entertaining and persuasive. By carefully examining these elements, you can accurately determine why a piece of content was created and what impact it is intended to have on you.

16. Reading Materials for Teachers and Students

  • For Teachers:

    • Common Sense Media: "How to Spot Fake News (and Teach Kids to Be Media-Savvy)" - Provides frameworks for teaching critical consumption.

    • ReadWriteThink.org: Lesson plans on "Author's Purpose" can be adapted for a digital context.

  • For Students:

    • (Video) "What is Author's Purpose?" by Teaching Without Frills on YouTube - A good visual refresher of the PIE concept.

    • (Article) "How to Analyze an Advertisement" - A guide from MediaSmarts that helps break down persuasive techniques.

    • (Infographic) Search for "Social Media for Business" infographics to see how brands strategically use different purposes.

17. Glossary

  • Author's Purpose: The reason an author or content creator makes a text.

  • Call-to-Action (CTA): An instruction designed to provoke an immediate response, such as "Buy Now," "Learn More," or "Share this post."

  • Content Creator: An individual or company that produces material for online audiences.

  • Critical Reasoning: The objective analysis and evaluation of an issue in order to form a judgment.

  • Infographic: A visual representation of information or data, e.g., as a chart or diagram.

  • Multimodal Text: A text that combines two or more communication modes (e.g., print, image, sound).

  • Persuade: To cause someone to do or believe something through reasoning or argument.

  • Inform: To give someone facts or information.

  • Entertain: To provide someone with amusement or enjoyment.

18. Bibliography

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